ABRA: improving foundational literacy through technology in regional and remote schools through a randomized controlled trial

澳大利亚偏远地区的教育成果，特别是土著学生的教育成果正在恶化，已经到了构成国家危机的地步。没有足够数量的熟练教育工作者能够在早期通过提供所需的密集、持续的专家指导来遏制这一趋势。在有限的试点条件下，一种名为ABRACADABRA的基于网络的教学工具显示出相当大的前景，作为一种向新兴学习者传授基本识字技能的手段，尽管劳动力流动率很高。在更严格的实验条件下测试ABRACADABRA的有效性是提供基于证据而不是宣传的经过验证的解决方案的必要前提。

Education outcomes in regional and remote Australia, particularly for Indigenous students, are worsening, to the point of constituting a national crisis. Skilled educators are not consistently available in sufficient numbers to arrest this trend in the early years by giving the intensive, continuous expert instruction required. Under limited pilot conditions, a web-based instructional tool known as ABRACADABRA has shown considerable promise as a means of conferring the foundational skills in literacy for emerging learners, despite high workforce turnover. Testing the effectiveness of ABRACADABRA under more stringent experimental conditions is an essential precursor to offering tested solutions based on evidence, not advocacy.